Kevin D. Vinson; E. Wayne Ross
Volume 1, Issue 2 , Summer and Autumn 2013, , Pages 1-14
Abstract
In this paper we set out to accomplish several goals. Primarily, we seek to re-interpret Guy Debord’s (1967) work The Society of the Spectacle in light of modern-day schooling, principally within North America (although we recognize the global connectivity inherent in any current discussion of ...
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In this paper we set out to accomplish several goals. Primarily, we seek to re-interpret Guy Debord’s (1967) work The Society of the Spectacle in light of modern-day schooling, principally within North America (although we recognize the global connectivity inherent in any current discussion of formal education). In addition, we aim to utilize Debord’s conceptualizations as a series of means and mechanisms by and through which to examine (1) various threats posed against the ideals of publicly supported schools and (2) modes of resistance, particularly what we term “dangerous citizenship,” via which committed advocates might challenge the possible consequences of such threats, consequences including disciplinarity/ deterrence, anti-democracy, oppression, anti-collectivity, and inauthenticity.
Reza Pishghadam; Mohammad Reza Hashemi; Elahe Bazri
Volume 1, Issue 1 , Winter and Spring 2013, , Pages 37-51
Abstract
This study was conducted to extract first, the underlying factors of Home Culture Attachment Scale (HCAS) and second, to confirm these factors via Structural Equation Modeling (SEM) analysis. To meet this end, the scale was distributed to 374 English language learners in private language institutes in ...
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This study was conducted to extract first, the underlying factors of Home Culture Attachment Scale (HCAS) and second, to confirm these factors via Structural Equation Modeling (SEM) analysis. To meet this end, the scale was distributed to 374 English language learners in private language institutes in Mashhad, Iran. To determine the construct validity of the scale, Exploratory Factor Analysis (EFA) was performed. The results of the analyses demonstrated that there were five underlying factors of the scale. Then, SEM analysis was performed to find a model of interaction among variables. The SEM results confirmed the existence of five factors. Finally, statistical results were discussed and implications were provided in the context of English language learning.